Lithuanian science teachers’ self-confidence in teaching and their ınnovative work activities
Research Article
DOI:
https://doi.org/10.36681/tused.2022.138Keywords:
Innovative work activity, Innovative work behavior, Science Teachers, Self-confidence in teaching scienceAbstract
The study deals with Lithuanian science teachers’ self-confidence in teaching science and its role in teachers’ innovative activities on the basis TIMSS 2015 data set. The latent construct of science teachers’ self-confidence in teaching science was examined using confirmatory factor analysis (CFA). Seeking to disclose the influence of science teachers’ self-confidence in teaching science on their innovative work activities, structural equation modeling (SEM) was used. The results of our research revealed that the self-confidence of Lithuanian science teachers in teaching science is more associated with an idea application activity, i.e., applying specific innovation in practice, and less – with an ideagenerating and sharing activity. The analysis of paths coefficients confirmed that science teachers’ innovative activities (working together, trying out new ideas, learning more about teaching, encouraging students to express their ideas in a classroom, asking students to decide their problem-solving procedures, and sharing new ideas) is directly and positively associated with science teachers’ self-confidence in teaching science.
Downloads
References
Adams Becker, S., Brown, M., Dahlstrom, E., Davis, A., DePaul, K., Diaz, V., & Pomerantz, J. (2018). NMC horizon report: 2018 higher education Edition.Louisville. https://library.educause.edu/~/media/files/library/2018/8/2018horizonreport.pdf
Adu Gyamfi, K. (2020). Pre-service teachers’ conception of an effective science teacher: The case of initial teacher training. Journal of Turkish Science Education, 17(1), 40-61.
Agarwal, P.K., & Roediger, H.L. (2018). Lessons for learning: How cognitive psychology informs classroom practice. Phi Delta Kappan, 100(4), 8-12.
Aksela, M. (2019). Towards student-centered solutions and pedagogical innovations in science education through co-design approach within design-based research. LUMAT: International Journal on Math, Science and Technology Education, 7(3), 113–139.
Appleton, K. (1992). Discipline knowledge and confidence to teach science: self-perceptions of primary teacher education students. Research in Science Education, 22, 11 – 19.
Arıcı, F., Yıldırım, P., Çalıklar, Ş., & Yılmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142, 103647. https://doi.org/10.1016/j.compedu.2019.103647
Ashourizadeh, S., Chavoushi, Z. H., & Schøtt, T. (2014). People’s confidence in innovation: A component of the entrepreneurial mindset, embedded in gender and culture, affecting entrepreneurial intention. International Journal of Entrepreneurship and Small Business, 23(1-2), 235-251. 10.1504/IJESB.2014.065310
Axtell, C. M., Holman, D. J., Unsworth, K. L., Wall, T. D., Waterson, P. E., & Harrington, E. (2000).
Shopfloor innovation: Facilitating the suggestion and implementation of ideas. Journal of
Occupational and Organizational Psychology, 73, 265-285. 10.1348/096317900167029
Aziah, I., & Al Amin M. (2018). the impact of transformational leadership and commitment on teachers’ innovative behaviour. Advances in Social Science, Education and Humanities Research (ASSEHR), volume 304. 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018), 426-430.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. Academic Press, 1998).
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Bardone, E., Burget, M., Saage, K., & Taaler, M. (2017). Making sense of responsible research and innovation in science education through inquiry-based learning. Examples from the field. Science Education International, 28(4), 293–304.
Barrow, E., Golding, J., Redmond, B., & Grima, G. (2018). I get better and better all the time‛: Impact of resources on pupil and teacher confidence. In: J. Golding, N. Bretscher, C. Crisan, E. Geraniou, J. Hodgen, & C. Morgan (Eds.) Proceedings of the 9th British Congress of Mathematics Education: BCME9. (pp. 8-15). BSRLM: University of Warwick, UK.
Battistelli, A., Odoardi, C., Vandenberghe, C., Di Napoli, G., & Piccione, L. (2019). Information sharing and innovative work behavior: The role of work‐based learning, challenging tasks, and organizational commitment. Human Resource Development Quarterly, 30(3), 361–381. https://doi.org/10.1002/hrdq.21344
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246.
Bong, M., & Skaalvik, E. (2003). Academic self-concept and self-efficacy: how different are they really? Educational Psychology Review, 15(1), 1–40. http://dx.doi.org/10.1023/A:1021302408382
Borasi, R., & Finnigan, K. (2010). Entrepreneurial attitudes and behaviors that can help prepare successful change-agents in education. New Educator, 6, 1–29.
1080/1547688X.2010.10399586
Brewer, D. & Tierney, W. (2012). Barriers to innovation in the US education. In Wildavsky, B., Kelly, A. and Carey, K. (Eds), Reinventing higher education: the promise of innovation. Harvard Education Press. pp. 11-40.
Çakıroğlu, E. (2008). The teaching efficacy beliefs of pre-service teachers in the USA and turkey. Journal of Education for Teaching, 34(1), 33-44. 10.1080/02607470701773457
Chang, Y. CH. (2018). Analyzing the moderating effect of knowledge innovation of tourism and hospitality department teachers on student creative self-efficacy and innovation behaviors by using hierarchical linear modeling. Cogent Education, 5, 1-17. https://doi.org/10.1080/2331186X.2018.1535755
De Jong, J., & Den Hartog, D. (2010). Measuring innovative work behaviour. Creativity and Innovation Management, 19(1), 23-36.
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13–21. https://doi.org/10.1016/j.intell.2006.02. 001
DeCoito, I. (2006). Innovations in science education: Challenging and changing teachers’ roles and beliefs. Canadian Journal of Science, Mathematics, and Technology Education, 6(4), 339-350.
Fornell, C., & Larcker, D.F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research 18 (1), 39-50.
Frost, J. (2020). Regression analysis: an intuitive guide for using and interpreting linear methods. Jim Publishing.
Furtak, E. M., & Kunter, M. (2012). Effects of autonomy-supportive teaching on student learning and motivation. Journal of Experimental Education, 80(3), 284-316.
1080/00220973.2011.573019
Gan, D., & Gal, A. (2018). Self-efficacy for promoting EfS among pre-service teachers in Israel.
Environmental Education Research, 24(7), 1062–1075. https://doi.org/10.1080/13504622.2017.1396288
Garner, P. W., Gabitova, N., Gupta, A., & Wood, T. (2018). Innovations in science education:
infusing social emotional principles into early STEM learning. Cultural Studies of Science
Education,13(4), 889–903. https://doi.org/10.1007/s11422-017-9826-0
George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10a ed.). Pearson.
Gol, A., K., & Aaleabbas, F. (2016). An Iranian case study on the relationship between Efl teachers’ self-confidence level and learners’ speaking development. Linguistics and Literature Studies 4(2): 129-133, 10.13189/lls.2016.040205
Hal{sz, G. (2018), ‚Measuring innovation in education: The outcomes of a national education sector innovation survey‚, European Journal of Education, 1-17, https://doi.org/10.1111/ejed.12299 Hall, G. E., & Hord, S. M. (2020). Implementing change: patterns, principles, and potholes (5. ed.). Allyn & Bacon.
Harte, W. & Reitano, P. (2015). Pre-service geography teachers' confidence in geographical subject matter knowledge and teaching geographical skills. International Research in Geographical and Environmental Education, 24:3, 223- 236, 10.1080/10382046.2015.1034458
Howell, J. M., Shea, C. M., & Higgins, C. A. (2005). Champions of product innovations: defining, developing, and validating a measure of champion behavior. Journal of Business Venturing, 20, 641–61.
Howitt, C. (2007). Pre-service elementary teachers’ perception of factors on a holistic methods course influencing their confidence in teaching science. Journal of Research in Science Education 37(1), 41-58.
Hsiao, H.C., Chang, J.C., Tu, Y.L., & Chen, S.Y. (2011). The impact of self-efficacy on innovative work behavior for teachers. International Journal of Social Science and Humanity, 1, 31-36. http://dx.doi.org/10.7763/IJSSH.2011.V1.6
Jansen, M., Scherer, R., & Schroeders, U. (2015). Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes.Contemporary Educational Psychology, 41, 13-24. http://dx.doi.org/10.1016/j.cedpsych.2014.11.002
Janssen, O. (2003). Innovative behavior and job involvement at the price of conflict and less satisfactory relations with co-workers. Journal of Occupational and Organizational Psychology, 76, 347–364. 10.1348/096317903769647210
Kenny, J. (2010). Preparing pre-service primary teachers to teach primary science: A partnershipbased approach. International Journal of Science Education, 32 (10), 1267-1288.
Kocabaşoğlu, B., & Şahin, E. (2021). Investigation of gifted students' cognitive structures on the
concept of innovation. Journal of Turkish Science Education, 18(4), 649-
10.36681/tused.2021.96
Levitt, T. (2002). Creativity Is Not Enough. https://hbr.org/2002/08/creativity-is-not-enough
Liu, X., Gong, X., Wang, F., Sun, R., Gao, Y., Zhang, Y., Zhou, J., & Deng, X. (2017). A new framework of science and technology innovation education for K-12 in Qingdao. In Proceedings of the 2017 American Society for Engineering Education International Forum ASEE 2017, Columbus, OH, USA, 28 June 2017.
Mahon, K., Dentler, S., & Seipel, S. (2019). Nurturing professional growth among new academics. Teaching in Higher Education, 0(0), 1–16. https://doi.org/10.1080/13562517.2019.1704725
Malandrakis, G. (2018). Influencing Greek pre-service teachers’ efficacy beliefs and self-confidence to implement the new ‘Studies for the Environment’ curricula. Environmental Education Research 24:4, 537-563.
Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Science. http://timssandpirls.bc.edu/timss2015/international-results/
Martin-Gamez, C., Prieto-Ruz, T., & Jimenez-Lopez, A. (2016). Developing preservice science teachers' beliefs about new approaches to science education. Journal of Turkish Science Education, 13(4), 213-236. 10.12973/tused.10181a
Megan Kolby Noble. (2016). Science teacher confidence. Science Journal of Education, 4(1), 9– 13.
11648/ j. sjedu.20160401.12.
Meyera, J., Fleckensteina, J., & Köller, O. (2019). Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology 58, 58–74.
National Research Council (NRC). (1996). National science education standards. National Academy Press.
National Research Council (NRC). (2000). Inquiry and the national science education standards: a guide for teaching and learning. National Academy Press.
National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Ng, T. W. H., & Lucianetti, L. (2016). Within-individual increases in innovative behavior and creative, persuasion, and change self-efficacy over time: A social–cognitive theory perspective. Journal of Applied Psychology, 101(1), 14–34. https://doi.org/10.1037/apl0000029
Noble, M. K. (2016). Science teacher confidence. Science Journal of Education. Vol. 4, No. 1, pp. 9-13.
11648/j.sjedu.20160401.12
Noefer, K., Stegmaier, R., Molter, B., & Sonntag, K. (2009). Great many things to do and not a minute to spare: Can feedback from supervisors moderate the relationship between skill variety, time pressure, and employees’ innovative behavior? Creativity Research Journal, 21, 384–393. 10.1080/10400410903297964
O’Keeffe, L., Paige, K. & Osborne, S. (2019) Getting started: exploring pre-service teachers’ confidence and knowledge of culturally responsive pedagogy in teaching mathematics and science. Asia-Pacific Journal of Teacher Education, 47:2, 152-175, 10.1080/1359866X.2018.1531386
OECD (2019). Measuring innovation in education: A new perspective. https://doi.org/10.1787/9789264304604-en.
Ormancı, Ü. (2020). Thematic content analysis of doctoral theses in STEM education: Turkey context. Journal of Turkish Science Education, 17(1), 126-146.
Osunkwo, J-P. N., & Enyaosah, U. A. (2016). Research and Innovations in Sciences/Science Education. International Journal of Academia, 2(1), 1-11.
Pishchanska, V., Khlystun, O., Tyurina, V., Tomashevska, M., Kvasetska, Y., & Dobrovolska, R. (2021). Requirements of readiness of the teacher for innovative activity in the context of formation of his professional competence. Laplage Em Revista, 7(3), 324–329. https://doi.org/10.24115/S2446-62202021731300p.324-329
Pudjiarti, E. S., & Hutomo, P. T. P. (2020). Innovative work behaviour: An integrative investigation of person-job fit, person-organization fit, and person-group fit. Business: Theory and Practice, 21(1), 39-47. https://doi.org/10.3846/btp.2020.9487
Ramadhan, S., Mardapi, D., Prasetyo, Z. K., & Utomo, H. B. (2019). The development of an instrument to measure the higher order thinking skill in physics. European Journal of Educational Research, 8(3), 743–751.
Rusmansyah, Y. L., Isnawati, I. M. & Prahani, B. K. (2019). Innovative chemistry learning model:
improving the critical thinking skill and self-efficacy of pre-service chemistry teachers. Journal of Technology and Science Education, 9(1), 59–76.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35(1), 83–92. https://doi.org/10.1016/j.intell.2006.05.004.
Runhaar, P., Bednall, T., Sanders, K., & Yang, H. (2016). Promoting VET teachers’ innovative behaviour: Exploring the roles of task interdependence, learning goal orientation and occupational self-efficacy. Journal of Vocational Education & Training, 68(4), 436–452. https://doi.org/10.1080/13636820.2016.1231215
Rusek, M., St{rkov{, D., Chytrý, V., & Bílek, M. (2017). Adoption of ICT innovations by secondary school teachers and pre-service teachers within chemistry education. Journal of Baltic Science Education, 16(4), 510–523.
Ruzaman, N. K., & Rosli, D. I. (2020). Inquiry-based education: innovation in participatory inquiry paradigm. International Journal of Emerging Technologies in Learning, 15(10), 4–15. https://doi.org/10.3991/ijet.v15i10.11460
Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), pp. 4-33. https://doi.org/10.1108/JRIT-10-2016-0007
Sheldrake, R. (2016). Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school. International Journal of Educational Research, 76, 50-65.
1016/j.ijer.2015.12.001
Sherry, L. (1997). The boulder valley internet project: Lessons learned. THE (Technological Horizons in Education) Journal, 25(2), 68-73.
So, K. (2013). Knowledge construction among teachers within a community based on inquiry as stance. Teaching and Teacher Education, 29, 188–196. 10.1016/j.tate.2012.10.005
Stankov, L., Lee, J., Wenshu, L., & Hogan, D. J. (2012). Confidence: a better predictor of academic achievement than self-efficacy, self-concept and anxiety? Learning and Individual Differences, 22, 747–758.
Stylianidou, F., Boohan, R., & Ogborn, J. (2005). Science teachers’ transformations of the use of computer modeling in the classroom: Using research to inform training. Science Education, 89(1), 56–70. 10.1002/sce.20043
Sun, Y., & Huang, J. (2019). Psychological capital and innovative behavior: Mediating effect of psychological safety. Social Behavior and Personality: An International Journal, 47(9), 1-7.
2224/sbp.8204
Şahin, I. (2006). Detailed review of Rogers’ diffusion of innovations theory and educational technology-related studies based on Rogers’ theory. The Turkish Online Journal of Educational Technology 5(2), p. 14-23.
Teerling, A., Bernholt, A., Igler, J., Schlitter, T., Ohle-Peters, A., McElvanyb, N., & Koller, O. (2020). The attitude does matter: The role of principals’ and teachers’concerns in an implementation process. International Journal of Educational Research 100, 101528. https://doi.org/10.1016/j.ijer.2019.101528
Thurlings, M., Evers, A., & Vermeulen, M. (2015). Towards a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research, 85, 430–471.
3102/0034654314557949
Train, T.L. & Miyamoto, Y. J. (2017). Encouraging science communication in an undergraduate curriculum improves students’ perceptions and confidence. Journal of College Science Teaching, 46, 76-83.
Tschannen-Moran, M. Woolfolk-Hoy, A., & Hoy, W. (1998). Teacher efficacy: Its meaning and measure. Review of Education Research, 68(2), 202-248.
Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34, 89–101. 10.1016/ j.cedpsych.2008.09.002
Viljaranta, J., Tolvanen, A., Aunola, K., & Nurmi, J.-E. (2014). The developmental dynamics between interest, self-concept of ability, and academic performance. Scandinavian Journal of Educational Research, 58(6), 734–756. http://dx.doi.org/10.1080/00313831.2014.904419
West, M. A., & Farr, J. L. (1990). Innovation at work. In M. A. West and J. L. Farr (Eds.), Innovation and creativity at work (03-13). New York: John Wiley and Sons.
Yates, S. (1990). How confident are primary school teachers in teaching science? Research in Science Education, 20, 300 – 305.
Yeşilyurt, E. (2013). Teacher self-efficacy perceptions of teacher candidates. Electronic Journal of Social Sciences, 12(45), 88-104.
Yürük, N. (2011). The predictors of preservice elementary teachers’ anxiety about teaching science. Journal of Baltic Science Education, 10 (1), 17-26.
Zhu, C., Wang, D., Cai, Y., & Engels, N. (2013). What core competencies are related to teachers’ innovative teaching? Asia-Pacific Journal of Teacher Education, 41(1), 9–27. https://doi.org/10.1080/1359866X.2012.753984
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Journal of Turkish Science Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This license enables reusers to copy and distribute the material in any medium or format in unadapted form only, for noncommercial purposes only, and only so long as attribution is given to the creator. CC BY-NC-ND includes the following elements: Credit must be given to the creator; only noncommercial uses of the work are permitted; no derivatives or adaptations of the work are permitted.
